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ADVISOR’S APROVAL SHEET

This is to certify the Sarjana thesis of Amirotun Nafisah Al-Mukaromah has been approved

by the thesis advisor for further approval by the Board of Examiners.

Tulungagung, June 25 2014

Advisor,

Dr. Nurul Chojimah, M.Pd

NIP. 19690629 200901 2 001

Acknowledge,

Chief of English Education Program

Arina Shofiya, M.Pd

NIP. 19770523 200312 2 002

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THE BOARD OF EXAMINERS’ APPROVAL SHEET

THE EFFECTIVENESS OF PICTURE TO INCREASE STUDENTS’ VOCABULARY

MASTERY IN MTsN ARYOJEDING REJOTANGAN TULUNGAGUNG 2014/2015

THESIS

Written by:

AMIROTUN NAFISAH AL MUKAROMAH

NIM: 3213103004

has been maintained in front of the board of examiners at………….

and has been approved as the requirement for the degree of Sarjana Pendidikan Islam

in English Education Program

Board Examiners Signature

Chair :

.............................................. …………………

NIP.......................................

Main Examiner :

.............................................. …………………

NIP.......................................

Secretary :

.............................................. …………………

NIP.......................................

Approved by

Dean Faculty of Education and Teacher Science

IAIN Tulungagung

Dr. H. Abd. Aziz, M.Pd.I

NIP. 19720601 200003 1 002

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MOTTO

There is a will, there is a way.

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DEDICATION

I dedicate this thesis for my beloved parents Imam masngudi and Istqomah,

who give me full of love and support to my life. I want to say thank you and love you

so much.

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ABSTRACT

Al-Mukaromah, Nafisah, Amirotun . Registered Number Student .3213103004. 2014. The

effectiveness of pictures to increase students’ vocabulary mastery in MTsN

Aryojeding Rejotangan Tulungagung 2014/2015. Thesis. English Education

Program. States Islamic collage (STAIN) of Tulungagung. Advisor: Dr. Nurul

Chojimah. M.Pd.

Keywords: effectiveness, Picture, Vocabulary

Picture is something that has changed and represented the real object into a

simple device which has displayed a series of places, object, person or event. Something that

on the picture cannot move like the real object when the picture taken by someone. Picture

represents something or condition in progress or particular time. By using picture students

can imagine what they see on it then, students can guess the meaning of the action on it.

Thus, it helps students to enrich their vocabulary. However, from vocabulary they can

communicate by using foreign language and also can comprehend skills on in English.

The formulation of research problems were: 1) How is students’ vocabulary

before being taught by using picture? 2) How is students’ vocabulary after being taught by

using picture? 3) Is there any significant difference before and after being taught by using

picture?. The purposes of this research were to: 1) To investigate the students’ vocabulary

before taught by using picture, 2) To investigate the students’ vocabulary after taught by

using picture, 3) To investigate the students’ vocabulary before and after taught by using

picture.

Research method: 1) the research design in this research was pre-experimental

design with one group pre-test post-test. 2) The population of this research was all of first

year at MTsN Aryojeding Rejotangan Tulungagung consisting of 370 students. 3) The

sample was VII E class consisting of 36 students. 4) The research instrument was test. 5) The

data analysis ware analyzed by using SPSS 16.0.

The result showed that the students’ score in vocabulary before being taught

using picture was 72.67 while the students’ score in vocabulary after being taught using

picture was 81.67. From the result above, that there is a significant difference about pre-test

and post-test. Its means that Ha which states that teaching vocabulary by using picture as

media is effective to increase students’ vocabulary mastery is accepted. Whereas, Ho which

states that teaching vocabulary by using picture as media is not effective to increase students’

vocabulary mastery is rejected. In other words, picture can be used as alternative to teach

vocabulary to the students’ at MTsN Aryojeding Rejotangan Tulungagung.

Based on finding of the research score shows that there is any significant

different students’ vocabulary mastery before and after being taught by using pictures,

therefore the researcher tries to give some suggestion as follows:1). For Institution, the

teacher of MTsN Arojeding can increase discipline, because discipline can influence student

learning process. 2). For English Teacher, the English teacher should be more creative in

teaching English especially vocabulary at Junior High School. Many media or techniques

which are used in teaching vocabulary will make teaching enjoyable and interesting. It helps

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them to solve their difficulties in vocabulary and one of way is using pictures, by using it the

students will be more interesting. 3). For Other researcher, this research is not perfect yet, it is

suggested for future researcher to conduct researcher on this similar area, especially on using

pictures as media.

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ABSTRAK

Al-Mukaromah, Nafisah, Amirotun . NIM. 3213103004. 2014. The effectiveness of pictures

to increase students’ vocabulary mastery in MTsN Aryojeding Rejotangan

Tulungagung 2014/2015. Skripsi. Jurusan Pendidikan Bahasa Inggris (STAIN)

Tulungagung. Dosen Pembimbing: Dr. Nurul Chojimah. M.Pd.

Kata Kunci: effectiveness, Picture, Vocabulary

Gambar adalah sesuatu yang dapat merubah dan mewakili objek nyata ke

perangkat sederhana yang mana telah diwakilkan oleh serangkaian tempat, benda, orang atau

sebuah acara. Sesuatu yang telah ada pada gambar tidak bisa bergerak seperti objek nyata

pada saat gambar itu diambil oleh seseorang . Gambar merupakan sesuatu atau kondisi yang

sedang berlangsung atau pada waktu tertentu. Dengan menggunakan gambar siswa dapat

berimajinasi terhadap apa yang mereka lihat pada saat itu, siswa bisa menebak arti dari

tindakan yang ada pada gambar. Sehingga, dapat membantu siswa untuk memperkaya kosa

kata mereka. Karena, dari kosakata mereka dapat berkomunikasi dengan menggunakan

bahasa asing dan juga dapat memahami semua keterampilan di dalam bahasa inggris.

Rumusan dalam penelitian ini adalah: 1) Bagaimana hasil belajar kosakata

siswa sebelum diajar dengan menggunakan gambar? 2) Bagaimana hasil kosakata siswa

setelah diajar dengan menggunakan gambar? 3) Apakah ada perbedaan nilai yang signifikan

sebelum dan sesudah diajar dengan menggunakan gambar?. Tujuan dari penelitian ini adalah

: 1) Untuk mengetahui hasil belajar kosakata siswa sebelum diajar dengan menggunakan

gambar. 2) Untuk mengetahui hasil belajar kosakata siswa setelah diajar dengan

menggunakan gambar. 3) Untuk mengetahui hasil belajar kosakata siswa sebelum dan

sesudah diajar dengan menggunakan gambar.

Metode penelitian: 1) Desain penelitian ini adalah pre-eksperimental dengan

satu grup pre-test post-test. 2) Populasinya adalah semua siswa kelas VII di MTsN

Aryojeding Rejotangan Tulungagung yang terdiri dari 370 siswa. 3) Sampelnya adalah semua

siswa kelas VII E yang terdiri dari 36 siswa. 4) Instrumen penelitian adalah tes. 5) Analisis

data menggunakan SPSS 16.0.

Hasil penelitian menunjukkan bahwa rata-rata nilai siswa dalam pembelajaran

kosa kata sebelum diajar menggunakan gambar adalah (72.67) sedangkan rata-rata nilai siswa

dalam pembelajaran kosa kata setelah diajar menggunakan gambar adalah (81.67). Dari hasil

data di atas, bahwa ada perbedaan yang signifikan tentang pre-test and post-test. Hal ini

berarti Ha yang menyatakan bahwa pengajaran kosakata dengan menggunakan gambar

sebagai media yang efektif untuk meningkatkan penguasaan kosakata siswa diterima.

Padahal, Ho yang menyatakan bahwa pengajaran kosakata dengan menggunakan gambar

sebagai media yang tidak efektif untuk meningkatkan penguasaan kosakata siswa ditolak.

Dengan kata lain, gambar dapat digunakan sebagai alternatif untuk mengajarkan kosakata

untuk siswa di MTsN Aryojeding Rejotangan Tulungagung.

Berdasarkan hasil akhir penelitian memperlihatkan bahwa ada perbedaan yang

signifikan antara penguasaan vocabulary siswa sebelum dan sesudah pengajaran dengan

menggunakan gambar, maka peneliti mencoba untuk memberikan saran sebagai berikut: 1)

Untuk institusi, untuk guru MTsN Aryojeding dapat meningkatkan kedisiplinan siswa, karena

disiplin dapat mempengaruhi proses belajar siswa. 2). Untuk guru bahasa inggris, guru harus

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lebih kreatif pada pengajaran bahasa inggris khususnya pengajaran vocabulary di sekolah

menengah pertama. Banyak media atau teknik yang mana dapat digunakan di pengajaran

vocabulary akan membuat pengajaran menyenangkan dan menarik. Itu dapat membantu

mereka untuk menyelesaikan kesulitan-kesulitan di vocabulary dan salah satu cara dengan

menggunakan gambar, dengan menggunakan gambar siswa akan lebih tertarik. 3). Untuk

peneliti lainya, penelitian ini tidaklah sempurna, ini saran untuk peneliti yang akan datang

untuk mengadakan penelitian di tempat yang sama, khususnya dengan menggunakan gambar

sebagai media.

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ACKNOWLEDMENT

In the name of Alloh SWT The most Beneficent and The Most Merciful. All praises are to

Alloh SWT for all the blesses so that the writer can accomplish this thesis. In addition, may

Peace and Solution be given to the prophet Muhammad who has taken all human being from

the Darkness to the Lightness.

The writer would like to express her genuine gratitudes to:

1. Dr. Maftukhin, M.Ag., the chief of IAIN Tulungagung for his permission to write this

thesis.

2. Arina Shofiya, M.Pd, the Head of English Education Program who has given me

some information so the writer can accomplish this thesis.

3. Dr. Nurul Chojimah, M.Pd, the writer’s thesis advisor, for her invaluable guidance,

suggestion, and feedback during the completion of this thesis.

4. Drs. Muhamad Dopir, M.Pd.I, the headmaster of MTsN Aryojeding who has given

the writer permission to conduct a research at this school.

5. The first year students of MTsN Aryojeding in the academic year 2013/2014 for the

cooperation as the sample of this research.

The writer realizes that this research is far from being perfect. Therefore, any constructive

criticism and suggestion will be gladly accepted.

Tulungagung, 4 of may 2014

The writer

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TABLE OF CONTENTS

Cover ................................................................................................................ i

Advisor’s Approval Sheet ................................................................................ ii

Board of Examiners’ Approval Sheet ............................................................. iii

Motto ............................................................................................................... iv

Dedication ....................................................................................................... v

Abstract ........................................................................................................... vii

Acknowledgement .......................................................................................... x

Table of Contents ............................................................................................ xi

List of Appendices .......................................................................................... xiv

List of Tables ................................................................................................... xv

CHAPTER I INTRODUCTION

A. Background of the Research .................................................................. 1

B. Research Problems ................................................................................ 7

C. Objectives of the Research .................................................................... 8

D. Research Hypothesis .............................................................................. 8

E. Significance of the Research ................................................................. 9

F. Scope and Limitation of the Research .................................................... 10

G. Definition of the Key Terms .................................................................. 10

xi

CHAPTER II REVIEW OF RELATED THEORIES

A. Vocabulary ............................................................................................. 11

A.1 Definition of Vocabulary ............................................................. 11

A.2 The Types of Vocabulary ............................................................. 13

A.3 The Importance of Vocabulary .................................................... 16

A.4 Testing Vocabulary ...................................................................... 17

B. Teaching Media ...................................................................................... 20

B.1 Definition of Teaching Media ....................................................... 20

B.2 Kinds of Teaching Media .............................................................. 21

B.3 Definition of Picture ...................................................................... 22

B.4 Types of Picture ............................................................................ 23

B.5 How to Apply the Picture .............................................................. 24

B.6 The Advantages of Picture Use ..................................................... 26

CHAPTER III RESEACH METHOD

A. Research Design ..................................................................................... 28

B. Population and Sample ........................................................................... 29

C. Research Instrument ............................................................................... 31

D. Validity and Reliability Testing ............................................................. 33

E. Normality and Homogenity Testing ....................................................... 38

F. Data Collection Method ......................................................................... 43

G. Data Analysis.......................................................................................... 45

CHAPTER IV FINDINGS AND DISCUSSION

A. The Description of Data ........................................................................ 46

B. Hypothesis Testing ................................................................................ 53

C. Discussion ............................................................................................. 54

CHAPTER V CONCLUSIONS AND SUGGESTIONS

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A. Conclusion .............................................................................................. 58

B. Suggestions ............................................................................................. 59

REFERENCES ............................................................................................... 61

Appendices

Declaration of Authorship

The Researcher’s Curriculum Vitae

xiii

LIST OF TABLES

Table

3.1 Score of students’ test reliable

3.2 Table of scoring students in normality testing

3.3 Table of result pre-test in normality testing

3.4 Table of result post-test in normality testing

3.5 Table of result pre-test and post-test in homogeneity testing

3.6 Table procedures of treatment

4.1 The result of pre-test and post-test

4.2 The result of pre-test and post-test of vocabulary

4.3 Table analysis of students score in pre-test and post-test

4.4 Table Paired Sample Statistics

4.5 Table Paired Sample T-test

xiv

LIST OF APPENDICES

Appendix I lesson Plan

Appendix II Question of Pre-Test

Appendix III Question of Post-Test

Appendix IV R-table

Appendix V F-table

Appendix VI T-table (2 tailed)

Appendix VII Curriculum Vitae

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Appendix 1

LESSON PLAN

Scholl : MtsN Aryojeding

Lesson : English

Class / semester : VII/ 2

Topic : Daily Activity

skill : Reading

Focus : Present continuous tense

A. Standard Competence :

Understanding to the meaning of the shorth text functional is very simple related to

the environment.

B. Basic Competence :

Responding to the meaning contained in the written text of a simple shorth functional

very accurately, fluently and acceptable with regard to the immediate environment.

C. Indicator :

Student can comprehand present continuous tense

Student can identify the characteristic of present continuous tense.

Student can practice present continuous tense by using verb on daily activity.

Student can read the simple text and phrase or sentence with good intonation and

pronunciation.

D. Time Allocation : 4 x 80 minutes (2 meeting)

E. Learning Goals :

In the end of study, student can comprehend present continuous tense.

In the end of study, student can identify the characteristic of present continuous tense.

In the end of study, student can practice present continuous tense by using verb on

daily activity.

In the end of study, student can read the simple text and phrase or sentence with good

intonation and pronunciation.

F. Materi :

The definition of present continuous tense.

xvi

The pattern of present continuous tense.

The function of present continuous tense.

The time signal of present continuous tense.

G. Model / learning method

a) Approach : CTL

b) Model : learning community

c) Strategy : active students

d) Method : speech, asking questions and oral or written test.

H. Procedure of Teaching:

No Steps Teacher Activities Students Activities

1 Opening Greeting Answer greeting

2 Main teaching Teacher introduces new

vocabulary related with the

topic

Pay attention

Teacher showed the

pictures one by one.

Pay attention

Teacher asks students

to try and guess

vocabulary based on

the pictures.

Students try and guess the

pictures meaning, try to

write it in front of the

class.

Teacher ask about the

information of every

word that on the

picture (like meaning

of the word, how to

write and how to spell

it)

Students write about

vocabulary that had

corrected by teacher.

Teacher gives example

how to presenting

picture while mention

word based on the

picture with good spell.

Students prepare about the

presenting pictures with

other students.

Teacher observes

students performance.

Students perform one by one in

front of the class.

3 Closing For knowing their

understanding about this

material, teacher asks the

students randomly to memorize

those new vocabulary related

with the picture that showed by

teacher.

Evaluation

Answering the teacher and

memorizing new vocabulary.

Express their difficulty in

learning vocabulary using

pictures.

xvii

I. Source

a. .Helping Program book volume 2 by KRESNA ENGLISH LANGUAGE INSTITUTE

b. Internet

c. Students handbook “Module Bahasa Inggris 7”.

J. Media

Pictures Varies

K. Valuation

a. Technique : Written test

b. Form : Essay

c Instrument : Attached

d. Kinds of test : Multiple_ choice (pilihan ganda)

Pre-test (attached)

Post-test (attached)

xviii

L. Instrument Valuation Rubric

A. nilai Peritem 1.

B. nilai perolehan.

C. nilai siswa= nilai peritem x 3 + 10

Tulungagung, 10 februari 2014

Mengetahui,

Guru Bidang Studi Guru Peneliti

IMAM SAIFUL KHOIRI, S.Pd AMIROTUN NAFISA

NIP.197204122007011039 NIM. 3213103004

xix

Teaching Materials

Present Continuous Tense

Present continuous tense is something in progress during a particular time. Atau

bentuk waktu untuk menyatakan suatu aktifitas,perbuatan atau peristiwa yang sedang terjadi

atau yang sedang berlangsung hingga sekarang.

Pattern: (+) S + (IS,AM,ARE) + Ving + O

( -) S + (Isn’t, am not, aren’t) + Ving +O

(?) (IS,AM,ARE) + S + Ving + O?

(?) Question Word + (is, am, are) + S + Ving + O?

The function of Present Continuous tense:

To express an event that during continue now.

Example: We are studying English now.

To express an event with directly.

Example: Look! The birds are flying.

To express when we talk about people’s activities at the picture.

Example: Look at the picture. Who is that boy sitting next to you? He is trying to put

something in your bag.

Time signals are:

Now At this time

Today This morning/ afternoon/ evening

Still Right now

At present At the moment

Example:

Subject Tobe + verb ing Object

I Am watering The flowers now

He Is playing Foot ball

She Is cooking Chicken soup

It Is living In the jungle

Cindy Is riding Bicycle

You Are singing A song

We Are studying Arabic

They Are giving Cake

Cindy & Dika Are trying The exercise

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Appendix II Question of Pre-test

PRE-TEST

Name :

Class :

Subject : English

Time : 40 minute

Choose the best answer based on the

picture!

1. What are you doing at 4.30 am?

a) I am waking up.

b) I am sleeping.

c) I am eating.

d) I am dancing.

2. What is she doing?

a) I am eating noodle.

b) She is sweeping the floor.

c) She is mopping the floor.

d) She is cleaning the floor.

3. Jodi: Haii….lutfi, are you busy?

Lutfi: Yeah…you can see.

Jodi: What are doing?

Lutfi:……………

a) He is smoking the cigarette.

b) He is eating fried rice.

c) He is drinking coffee.

d) He is biting chocolate.


a) She is putting flowers on the

table.

b) She is making flowers on the

garden.

c) She is bringing flowers on the

garden.

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d) She is taking flowers on the

table.


a) She is washing the clothes.

b) She is touching the clothes.

c) She is sewing the clothes.

d) She is cleaning the clothes.

6. What is he doing?

a) He is taking a bath in the bath

room.

b) He is washing his hand in the

bath room.

c) He is taking nap in the bath

room.

d) He is washing his face in the

bath room.

7. What is the child doing?

a) She is buying an ice cream.

b) She is making an ice cream.

c) She is eating an ice cream.

d) She is drinking an ice cream.


a) She is looking at the book.

b) She is drawing at the book.

c) She is studying at the book.

d) She is writing at the book.

9. What are they doing?

a) They are drinking together.

b) They are cooking together.

c) They are eating together.

d) They are buying together.


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a) They are shouting.

b) They are singing the song.

c) They are dancing.

d) They are taking.


a) He is walking on street.

b) He is running on the street.

c) He is jumping on the street.

d. He is hiding on the street.


a) She is cutting the vegetables.

b) She is washing the vegetables.

c) She is cooking the vegetables.

d) She is peeling the vegetables.

13.

What are they doing?

a) They are standing together.

b) They are praying together.

c) They are getting up together.

d) They are gathering together.


a) They are riding the bicycle.

b) They are driving the bicycle.

c) They are bringing the bicycle.

d) They are buying the bicycle.


a) They are writing in the living

room.

b) They are reading in the living

room.

c) They are looking at the book in

the living room.

d) They are talking in the living

room.

23


a) They are cleaning the

whiteboard.

b) They are talking in front of the

whiteboard.

c) They are touching the

whiteboard.

d) They are writing at the

whiteboard.


a) She is running on the floor.

b) She is dancing on the floor.

c) She is walking on the floor.

d) She is jumping on the floor.


a) They are kissing a glass of ice.

b) They are drinking a glass of ice.

c) They are eating a glass of ice.

d) They are touching a glass of ice.

19. What are the children doing?

a) They are playing the toys.

b) They are talking the toys.

c) They are giving the toys.

d) They are putting the toys.

20. What is the girl doing?

a) She is writing the letter.

b) She is reading the letter.

c) She is painting the letter.

d) She is touching the letter.

21.

24

What is the baby doing?

a) The baby is taking a bath.

b) The baby is swimming.

c) The baby is playing.

d) The baby is taking a rest.


a) They are standing.

b) They are walking.

c) They are running.

d) They are talking.


a) The girl is putting fruit.

b) The girl is taking fruit.

c) The girl is bringing fruit.

d) The girl is giving fruit.

24. What is the boy doing?

a) The boy is writing the picture.

b) The boy is drawing the picture.

c) The boy is painting the picture.

d) The boy is telling the picture.

25. What is the man doing?

a) The man is dreaming.

b) The man is sitting.

c) The man is thinking.

d) The man is playing.


a) He is taking a rest at the bad

room.

b) He is sleeping at the bad room.

c) He is dreaming at the bad room.

25

d) He is sitting at the bad room.


a) The girl is dusting the table.

b) The girl is mopping the table.

c) The girl is draining the table.

d) The girl is passing the table.

28. What is the woman doing?

a) The woman is ironing the

clothes.

b) The woman is folding the

clothes.

c) The woman is cleaning the

clothes

d) The woman washing the clothes.


a) The woman is dressing up.

b) The woman is sleeping.

c) The woman is cheating.

d) The woman is dreaming.


a) The woman is folding the

clothes.

b) The woman is cleaning the

clothes

c) The woman is soaking the

clothes.

d) The woman is drying the

clothes.

xxvi

Appendix III Question of Post-test

POST TEST

Name :

Class :

Subject : English

Time : 40 minute


a) He is kicking the ball.

b) He is touching the ball.

c) He is putting the ball.

d) He is taking the ball.


a) The man is sweeping the floor.

b) The man is dusting the floor.

c) The man is mopping the floor.

d) The man is soaking the floor.

3. What is the baby doing?

a) The baby is listening the music.

b) The baby is watching the music.

c) The baby is reading the music.

d) The baby is writing the music.

4. What is Doraemon doing?

a) Doraemon is opening the door.

b) Doraemon is closing the door.

c) Doraemon is sitting the door.

d) Doraemon is taking the door.

5.

What is the woman doing?

a) The woman is drawing the wall.

b) The woman is writing the wall.

27

c) The woman is painting the wall.

d) The woman is touching the wall.

6. What are the farmers doing?

a) The farmers are taking the rice

plant.

b) The farmers are giving the rice

plant.

c) The farmers are planting the rice

plant.

d) The farmers are putting the rice

plant.


a) The girl is phoning someone.

b) The girl is singing someone.

c) The girl is playing someone.

d) The girl is talking someone.

8. What is the chef doing?

a) The chef is drinking the soup.

b) The chef is testing the soup.

c) The chef is taking the soup.

d) The chef is putting the soup.


a) They are listening television.

b) They are hearing television.

c) They are watching television.

d) They are touching television.

10. What is the boy doing (someone

who wear white hat)?

a) The boy is giving something to

him.

b) The boy is taking something to

him.

28

c) The boy is putting something to

him.

d) The boy is making something to

him.


a) The woman is cleaning the

clothes

b) The woman is making the

clothes.

c) The woman is taking the clothe

d) The woman is sewing the

clothes.

12. What is the teacher doing?

a) The teacher is telling the story.

b) The teacher is writing the story.

c) The teacher is hearing the story.

d) The teacher is listening the

story.

13. What the old woman doing?

a) The old woman is buying the

toys.

b) The old woman is selling the

toys.

c) The old woman is making the

toys

d) The old woman is taking the

toys.

14. What are solders doing?

a) The solders are taking the gun.

b) The solders are putting the gun.

c) The solders are shutting the gun.

d) The solders are touching the

gun.


29

a) The man is sawing the wood.

b) The man is folding the wood.

c) The man is touching the wood.

d) The man is soaking the wood.


a) The woman is cleaning her

shoes.

b) The woman is taking her shoes.

c) The woman is touching her

shoes.

d) The woman is choosing her

shoes.

17.


a) They are burning the land.

b) They are digging the land.

c) They are making the land.

d) They are bringing the land.

18


a) They are ridding the car.

b) They are driving the car.

c) They are making the car.

d) They are preparing the car.

19.

What is he doing?

a) He is making the bicycle.

b) He is dreaming the bicycle.

c) He is preparing the bicycle.

d. He is taking the bicycle.

20.

What is the teacher doing?

a) The teacher is teaching

mathematic.

30

b) The teacher is giving

mathematic.

c) The teacher writing mathematic.

d) The teacher is reading

mathematic.

21.

What are the boys doing?

a) The boys are fighting.

b) The boys are shaking.

c) The boys are pinching.

d) The boys are touching.

22.

What is the plane doing?

a) The plane is falling down.

b) The plane is flying.

c) The plane is drying.

d) The plane is destroying.

23.

What is the boy doing?

a) The boy is bringing the car.

b) The boy is pulling the car.

c) The boy is pushing the car.

d) The boy is pressing the car.

24.

What is he doing?

a) He is pressing the table.

b) He is pushing the table.

c) He is pulling the table.

d) He is cleaning the table.

25.


a) The boy is reaching the sky.

b) The boy is touching the sky.

31

c) The boy is pushing the sky.

d) The boy is pressing the sky.

26.

What is the waiter doing?

a) The waiter is serving the guest.

b) The waiter is touching the guest.

c) The waiter is taking the guest.

d) The waiter is putting the guest.

27.


a) The boy is locking the door.

b) The boy is knocking the door.

c) The boy is touching the door.

d) The boy is closing the door.

28.


a) They are running on the street.

b) They are shaking on the street.

c) They are meeting on the street.

d) They are taking on the street.

29.

What is the man doing?

a) The man is shouting.

b) The man is singing.

c) The man is talking.

d) The man is dancing.

30.

What are the monkeys doing?

a) The monkeys are crying.

b) The monkeys are laughing.

c) The monkeys are eating.

d) The monkeys are talking

ii

Teaching Media

Dance : menari

Destroy: merusak

Destroy: merusak

Die : meninggal

Discuss : mendiskusikan

Disturb: menganggu

Dry : mengeringkan

Enter : masuk

Gather : berkumpul

Hate : membenci

Pull :menarik

Push :mendorong

Rain :hujan

Reach :mencapai

Receive : menerima

iii

Refuse : menolak

Think : berfikir

Sail :berlayar

Rest :beristirahat

Sit : duduk

Serve : melayani

Shout : berteriak

Slap :menampar

Smile :tersenyum

Smoke :merokok

Start : memulai

Stop :berhenti

Study :belajar

Blow :meniup

Bring :membawa

Burn :membakar

Burst: meledak

Buy : membeli

iv

Cast: melempar

Throw :melempar

Catch : melempar

Choose :memilih

Cut : memotong

Dig : menggali

Draw : menggambar

Dream : bermimpi

Drink : minum

Drive : mengendarai

Eat : makan

Ride :menunggang

Fall : jatuh

Feed : memberi makan

Fight :berkelahi

Fly :terbang Forbid :melarang Freeze : membeku

v

Read :membaca

Run : berlari

Saw: mengergaji

See : melihat

look for:mencari

Sell : menjual

Send : mengirim

Sew : menjahit

Shoot :menembak

Sink :tenggelam

Sing :bernyanyi

Dust : mengelap

Kill :membunuh Sleep : tidur Speak :berbicara

vi

Speel : mengejah

Spend : menghabiskan

Split : meludah

Stand : berdiri

Steal : mencuri

Sweep : menyapu

Swim : berenang

Take : mengambil

Teach : mengajar

Tell : bercerita

Wake up: bangun tidur

Write :menulis

Bury : mengubur Mop : mengepel Climb :memanjat

vii

Close : menutup

Taste : merasakan

Cook :memasak

Clean : membersihkan

Cross : menyebrang

Jump : melompat

Knock : mengetuk

Kick : menendang

Laugh :tertawa

Listen : mendengarkan Lock: mengunci Mix : mencampurkan

viii

Enter :masuk

Paint :mengecet

Phone :menelpon

Plant : menanam

Play : bermain

Touch : menyentuh

Walk :berjalan

Wash: mencuci

Watch :melihat

Work : bekerja

Bite : menggigit

Give :member

ix

Go :pergi

Hang :mengantung

Hide : bersembunyi

Make : membuat

Shake :bersalaman

Pray : sholat

Iron : menyetrika

Fold :melipat

Dress up: berdandan

x

Key Answer

Pre –test

1.A 11.B 21.B

2.B 12.C 22.A

3.A 13.B 23.C

4.C 14.A 24.B

5.A 15.B 25.B

6.A 16.A 26.B

7.A 17.B 27.A

8.C 18.B 28.A

9.C 19.A 29.A

10.B 20.A 30.A

Post test

1.A 11.D 21.A

2.C 12.A 22.B

3.A 13.B 23.B

4.A 14.C 24.B

5.C 15.A 25.A

6.C 16.D 26.A

7.A 17.B 27.B

8.B 18.B 28.B

9.C 19.B 29.A

10.A 20.A 30.B

xi

Appendix IV

R-table (Pearson Product Moment)

(Level of Significance 0.05 and 2 Tailed)

N R N R

3 0.997 41 0.308

4 0.950 42 0.304

5 0.878 43 0.301

6 0.811 44 0.297

7 0.755 45 0.294

8 0.707 46 0.291

9 0.666 47 0.288

10 0.632 48 0.285

11 0.602 49 0.282

12 0.576 50 0.279

13 0.553 51 0.276

14 0.532 52 0.273

15 0.514 53 0.27

16 0.497 54 0.268

17 0.482 55 0.265

18 0.468 56 0.263

19 0.456 57 0.261

20 0.444 58 0.258

21 0.433 59 0.256

22 0.423 60 0.254

23 0.413 61 0.252

24 0.404 62 0.25

25 0.396 63 0.248

26 0.388 64 0.246

27 0.381 65 0.244

28 0.374 66 0.242

29 0.367 67 0.24

30 0.361 68 0.239

31 0.355 69 0.237

32 0.349 70 0.235

33 0.344 71 0.233

34 0.339 72 0.232

35 0.334 73 0.23

36 0.329 74 0.229

37 0.325 75 0.227

38 0.320 76 0.226

39 0.316 77 0.224

40 0.312 78 0.223

41 0.308 79 0.221

42 0.304 80 0.22

Sumber: SPSS 17; Duwi Priyatno; 2009

xii

Appendix VI

Table T-distribution

DF A

P

0.80

0.20

0.90

0.10

0.95

0.05

0.98

0.02

0.99

0.01

0.995

0.005

0.998

0.002

0.999

0.001

1 3.078 6.314 12.706 31.820 63.657 127.321 318.309 636.619

2 1.886 2.920 4.303 6.965 9.925 14.089 22.327 31.599

3 1.638 2.353 3.182 4.541 5.841 7.453 10.215 12.924

4 1.533 2.132 2.776 3.747 4.604 5.598 7.173 8.610

5 1.476 2.015 2.571 3.365 4.032 4.773 5.893 6.869

6 1.440 1.943 2.447 3.143 3.707 4.317 5.208 5.959

7 1.415 1.895 2.365 2.998 3.499 4.029 4.785 5.408

8 1.397 1.860 2.306 2.897 3.355 3.833 4.501 5.041

9 1.383 1.833 2.262 2.821 3.250 3.690 4.297 4.781

10 1.372 1.812 2.228 2.764 3.169 3.581 4.144 4.587

11 1.363 1.796 2.201 2.718 3.106 3.497 4.025 4.437

12 1.356 1.782 2.179 2.681 3.055 3.428 3.930 4.318

13 1.350 1.771 2.160 2.650 3.012 3.372 3.852 4.221

14 1.345 1.761 2.145 2.625 2.977 3.326 3.787 4.140

15 1.341 1.753 2.131 2.602 2.947 3.286 3.733 4.073

16 1.337 1.746 2.120 2.584 2.921 3.252 3.686 4.015

17 1.333 1.740 2.110 2.567 2.898 3.222 3.646 3.965

18 1.330 1.734 2.101 2.552 2.878 3.197 3.610 3.922

19 1.328 1.729 2.093 2.539 2.861 3.174 3.579 3.883

20 1.325 1.725 2.086 2.528 2.845 3.153 3.552 3.850

21 1.323 1.721 2.080 2.518 2.831 3.135 3.527 3.819

22 1.321 1.717 2.074 2.508 2.819 3.119 3.505 3.792

23 1.319 1.714 2.069 2.500 2.807 3.104 3.485 3.768

24 1.318 1.711 2.064 2.492 2.797 3.090 3.467 3.745

25 1.316 1.708 2.060 2.485 2.787 3.078 3.450 3.725

26 1.315 1.706 2.056 2.479 2.779 3.067 3.435 3.707

27 1.314 1.703 2.052 2.473 2.771 3.057 3.421 3.690

28 1.313 1.701 2.048 2.467 2.763 3.047 3.408 3.674

29 1.311 1.699 2.045 2.462 2.756 3.038 3.396 3.659

30 1.310 1.697 2.042 2.457 2.750 3.030 3.385 3.646

31 1.309 1.695 2.040 2.453 2.744 3.022 3.375 3.633

32 1.309 1.694 2.037 2.449 2.738 3.015 3.365 3.622

33 1.308 1.692 2.035 2.445 2.733 3.008 3.356 3.611

34 1.307 1.691 2.032 2.441 2.728 3.002 3.348 3.601

35 1.306 1.690 2.030 2.438 2.724 2.996 3.340 3.591

36 1.306 1.688 2.028 2.434 2.719 2.991 3.333 3.582

37 1.305 1.687 2.026 2.431 2.715 2.985 3.326 3.574

38 1.304 1.686 2.024 2.429 2.712 2.980 3.319 3.566

xiii

39 1.304 1.685 2.023 2.426 2.708 2.976 3.313 3.558

40 1.303 1.684 2.021 2.423 2.704 2.971 3.307 3.551

42 1.302 1.682 2.018 2.418 2.698 2.963 3.296 3.538

44 1.301 1.680 2.015 2.414 2.692 2.956 3.286 3.526

46 1.300 1.679 2.013 2.410 2.687 2.949 3.277 3.515

48 1.299 1.677 2.011 2.407 2.682 2.943 3.269 3.505

50 1.299 1.676 2.009 2.403 2.678 2.937 3.261 3.496

60 1.296 1.671 2.000 2.390 2.660 2.915 3.232 3.460

70 1.294 1.667 1.994 2.381 2.648 2.899 3.211 3.435

80 1.292 1.664 1.990 2.374 2.639 2.887 3.195 3.416

90 1.291 1.662 1.987 2.369 2.632 2.878 3.183 3.402

100 1.290 1.660 1.984 2.364 2.626 2.871 3.174 3.391

120 1.289 1.658 1.980 2.358 2.617 2.860 3.160 3.373

150 1.287 1.655 1.976 2.351 2.609 2.849 3.145 3.357

200 1.286 1.652 1.972 2.345 2.601 2.839 3.131 3.340

300 1.284 1.650 1.968 2.339 2.592 2.828 3.118 3.323

500 1.283 1.648 1.965 2.334 2.586 2.820 3.107 3.310

1.282 1.645 1.960 2.326 2.576 2.807 3.090 3.291

xiv

DECLARATION OF AUTHORSHIP

The undersigned below:

Name : Amirotun Nafisah Al-Mukaromah

Place, date of birth : Tulungagung, 25 of July 1990

Address : JL.Palem Tanjungsari, Boyolangu, Tulungagung

Department : Islamic Education Department (Tarbiyah)

Program : English Education Program

States that thesis entitled “The effectiveness of pictures to increase

students’ vocabulary mastery in MTsN Aryojeding Rejotangan Tulungagung

2014/2015” is truly my original work. It doesn’t incorporate any material

previously written or published by another person expect those indicated in

quotation and bibliography. Due to the fact, I’m the only person responsible for

the thesis if there is any objection or claim from other.

Tulungagung, 4 of may 2014

Amirotun Nafisah

xv

CURRICULUM VITAE

Name : AMIROTUN NAFISAH

Place,date of birth : Tulungagung, July 25th

1990

Registered numbe : 3213103004

Address :JL. Palem Des.Tanjungsari Kec. Boyolangu

Kab. Tulungagung

Fakultas :Fakultas Tarbiyah dan Ilmu Keguruan

(FTIK)

Program Studi : Tadris Bahasa Inggris

Background of the study :

1. TK Perwanida ( 1995 – 1997 )

2. SDI Sunan Giri ( 1997 – 2003 )

3. SMP A.Wahid Hasyim ( 2003 – 2006 )

4. SMA A. Wahid Hasyim ( 2007 – 2009 )

5. IAIN Tulungagung ( 2010 - 2014 )

advisor’s aproval sheet - connecting repositories · advisor’s aproval sheet ... jurusan...

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